Rugby is a popular sport in South Africa, and has been played by young boys from as early as seven years old (South African Rugby Union [SARU], 2011). Despite various physical health benefits, it carries a high risk for injury, especially head injury, and consequently has a high incidence of concussion (Alexander, 2009; Laubscher, 2006; Shuttleworth-Edwards, Smith & Radloff, 2008). It is common for 12 to 13 per cent of adolescent rugby players to report mild traumatic brain injury or concussion per season (Laubscher, 2006; Shuttleworth-Edwards et al., 2008). The true incidence is however considered to be higher, even as high as 70.4% (Shuttleworth-Edwards et al., 2008). Concussion, otherwise known as mild traumatic brain injury (mTBI) is described as a traumatically induced alteration in mental status, or traumatically induced cerebral dysfunction (Kraus, McArthur, Silvermand & Jayaraman, 1996) which may, or may not involve loss of consciousness (Quality Standards Subcommittee, American Academy of Neurology [AAN], 1997). The nature of concussion has traditionally been considered to be transient, and symptoms are usually resolved within a few days or weeks (Kirkwood et al., 2008; Taylor et al., 2010). However, when concussions are not fully resolved prior to players returning to the game, they may be vulnerable to second impact syndrome. This syndrome causes herniation and brain oedema, which may result in death (Patel, 2005), as has been reported in South African press (Alexander, 2009; South African Press Association [SAPA], 2012). Even without second impact syndrome, repeated concussions may render the brain neurocognitively vulnerable, leading to an array of short- and long-term cognitive symptoms (Alexander, 2009; Shuttleworth-Edwards et al., 2008). Short-term problems include difficulties with attention, focus and concentration; following multi-step instruction, engaging in mental problem-solving; verbal expression, receiving and processing verbal and visual information; maintaining effective levels of mental and physical energy; controlling mood; suppressing impulsive behaviours; initiating and maintaining productive interpersonal relationships with peers; engaging in meaningful conversation and participating in group activities (Jantz & Coulter, 2007). Short-term cognitive impairments due to repeated concussion have also been found, and include amongst the former symptoms, also problems with delayed memory, learning, social functioning, and abstract thinking (Anderson, Brown, Newitt & Hoile, 2011; Laubscher, 2006). Long-term sequelae follow when children did not return to their baseline level of functioning after three months (Kirkwood et al., 2008; Taylor et al., 2010). Long-term sequelae include problems with memory, visuo-motor processing, executive functioning, learning and abstract thinking (Anderson, 2002; Anderson et al., 2010; Horton et al., 2010; Lezak et.al., 2004; Shuttleworth-Edwards & Radloff, 2008). As mTBI is traditionally thought to be of transient nature, researchers tend to investigate moderate to severe TBI, rather than mTBI (Alexander, 2009; Anderson et al., 2010; Patel, 2005). This could easily lead to important facts about mTBI being missed or not acknowledged. Nevertheless, recent investigations are uncovering facts about mTBI that could transform the way in which we understand mTBI, providing increasing evidence that mTBI is more serious than widely believed (Blakemore, 2012; Maxwell, 2011; Toleda et al., 2012). However, there remains a lack of research investigating mTBI from a single cause. Considering the above information, the current study provides unique information about mTBI. It specifically investigated the long-term effects of mTBI on adolescents from a homogenous cause, which makes results more comparable. The importance of this study is highlighted in the face of evidence for the long-term effects of multiple concussions, that were sustained during school rugby, on academic achievement (Alexander, 2009; Laubscher, 2006).In the light of grey areas in existing research, the aim of this current study was to investigate whether there is a significant difference in academic achievement within and between two groups of adolescents that had either played rugby and sustained multiple concussions, or had not played rugby nor sustained any concussions, when measured at four points in time over six years. A retrospective data-analysis was performed on matched, controlled, prospective longitudinal data, which was obtained from a study that evaluated the impact of repeated mTBI on the cognitive and academic functioning of early adolescent rugby players over time (Alexander, 2009). This study elaborates on a subset of the previous data, adding the gr. 12 results for academic aggregate scores, to the previously reported academic dataset. Participants were selected from Alexander‟s study (2009), and had either played rugby and obtained two or more concussions (Rugby/Concussed (RC- group); n=17), or did not play rugby nor sustained any concussions (Non-rugby/Non-concussed (NRC-group); n=13). Academic aggregate scores from baseline (gr. 7) through gr. 12 were analysed using quantitative statistical measures. A normal probability plot determined that the data was distributed normally. Descriptive statistics were reported, where after repeated measures ANOVA‟s were conducted to determine the statistical significance of differences in academic scores between and within the groups over time. These results indicated that the NRC-group displayed statistically significant increase in academic achievement over time (p = .000), whereas the RC-group did not display any significant differences, despite displaying a downwards trend in achievement. The difference between the two groups was measured at its highest in gr. 12 (p = .003), indicating that the NRC-group performed statistically significantly better than the RC-group over time. However, a Pearson‟s correlation test revealed that the estimated IQ (Vocabulary subscale of the WISC-III) (Wechsler, 1991) had a positive correlation on academic achievement [r(34) = .54, p < .05)]. To control for the effect that this correlation had on the academic results, an ANCOVA was conducted. This analysis indicated a statistically significant difference in academic achievement between the two groups in gr.12 (p = .004), with a large effect size (d = 1.41), implicating practical significance. Findings consequently confirmed our hypothesis. The significant increase in academic achievement observed within the NRC-group over time, is consistent with what could be expected if the brain is allowed to develop normally without disruption such as mTBI (Blakemore, 2012; Horton et al., 2010). The finding that the RC group did not display statistically significant intra-group differences in academic achievement when measured over time, but that academic achievement followed a downward trend, is difficult to substantiate in the literature. The few research studies on the effect of cumulative concussion on young athletes do not isolate academic achievement as a variable (Iverson et al., 2004; Shuttleworth-Edwards et al., 2008). Further research into intra-group differences in this specific area of enquiry and population group is therefore necessary. Normal cognitive and brain development, maintains that the brain develops in a posterior to anterior direction, and the prefrontal regions which are vulnerable to concussion, develop last (Anderson, 2010; Blakemore, 2012; Lezak, 2004). Whereas the primary motor and sensory areas and areas for receptive and expressive language are fully developed by the age of ten years, the prefrontal brain areas that are responsible for more complex and abstract thought repertoires only start maturing in early adolescence and this development continues up to the age of 24 and even into the early 30s (Toleda et al., 2012). Injury to the developing brain at this critical stage of maturation may adversely affect the development of cognitive skills, preventing the child from acquiring the effective cognitive strategies needed for normal academic functioning and adequate academic achievement after TBI (Horton et al., 2010). However, if there is no insult to the brain, cognitive functions are expected to develop normally as a result of synaptic pruning and increased white-matter volume in the prefrontal cortex (Blakemore, 2012), making it likely that the maturation of these abilities will lead to greater cognitive and academic ability (Blakemore & Choudhury, 2006), such as seen for the NRC-group in this study. Limitations for this study include a small sample size and the testing of only one variable. It is therefore recommended that future studies include more variables, and aim at creating a larger, randomized sample size, possibly providing a more representative pool of participants to study this phenomenon in South African context. It is also advised that future studies consider using neuropsychological measures to test cognitive functioning. As previous studies have indicated specific impairment in executive functioning after TBI, it may be worth researching the effect of concussion on executive functioning more thoroughly (Anderson, 2002; Anderson et al., 2010; Horton et al., 2010). Further it may be valuable to consider using functional MRI studies to broaden existing knowledge about the interaction between pathophysiology and cognitive functioning This study also highly recommends that schools and rugby clubs catering for child and adolescent players reconsider the importance of implementing proper return to play protocols after players obtain concussions. / Thesis (MA (Clinical Psychology))--North-West University, Potchefstroom Campus, 2013

Rugby is a popular sport in South Africa, and has been played by young boys from as early as seven years old (South African Rugby Union [SARU], 2011). Despite various physical health benefits, it carries a high risk for injury, especially head injury, and consequently has a high incidence of concussion (Alexander, 2009; Laubscher, 2006; Shuttleworth-Edwards, Smith & Radloff, 2008). It is common for 12 to 13 per cent of adolescent rugby players to report mild traumatic brain injury or concussion per season (Laubscher, 2006; Shuttleworth-Edwards et al., 2008). The true incidence is however considered to be higher, even as high as 70.4% (Shuttleworth-Edwards et al., 2008). Concussion, otherwise known as mild traumatic brain injury (mTBI) is described as a traumatically induced alteration in mental status, or traumatically induced cerebral dysfunction (Kraus, McArthur, Silvermand & Jayaraman, 1996) which may, or may not involve loss of consciousness (Quality Standards Subcommittee, American Academy of Neurology [AAN], 1997). The nature of concussion has traditionally been considered to be transient, and symptoms are usually resolved within a few days or weeks (Kirkwood et al., 2008; Taylor et al., 2010). However, when concussions are not fully resolved prior to players returning to the game, they may be vulnerable to second impact syndrome. This syndrome causes herniation and brain oedema, which may result in death (Patel, 2005), as has been reported in South African press (Alexander, 2009; South African Press Association [SAPA], 2012). Even without second impact syndrome, repeated concussions may render the brain neurocognitively vulnerable, leading to an array of short- and long-term cognitive symptoms (Alexander, 2009; Shuttleworth-Edwards et al., 2008). Short-term problems include difficulties with attention, focus and concentration; following multi-step instruction, engaging in mental problem-solving; verbal expression, receiving and processing verbal and visual information; maintaining effective levels of mental and physical energy; controlling mood; suppressing impulsive behaviours; initiating and maintaining productive interpersonal relationships with peers; engaging in meaningful conversation and participating in group activities (Jantz & Coulter, 2007). Short-term cognitive impairments due to repeated concussion have also been found, and include amongst the former symptoms, also problems with delayed memory, learning, social functioning, and abstract thinking (Anderson, Brown, Newitt & Hoile, 2011; Laubscher, 2006). Long-term sequelae follow when children did not return to their baseline level of functioning after three months (Kirkwood et al., 2008; Taylor et al., 2010). Long-term sequelae include problems with memory, visuo-motor processing, executive functioning, learning and abstract thinking (Anderson, 2002; Anderson et al., 2010; Horton et al., 2010; Lezak et.al., 2004; Shuttleworth-Edwards & Radloff, 2008). As mTBI is traditionally thought to be of transient nature, researchers tend to investigate moderate to severe TBI, rather than mTBI (Alexander, 2009; Anderson et al., 2010; Patel, 2005). This could easily lead to important facts about mTBI being missed or not acknowledged. Nevertheless, recent investigations are uncovering facts about mTBI that could transform the way in which we understand mTBI, providing increasing evidence that mTBI is more serious than widely believed (Blakemore, 2012; Maxwell, 2011; Toleda et al., 2012). However, there remains a lack of research investigating mTBI from a single cause. Considering the above information, the current study provides unique information about mTBI. It specifically investigated the long-term effects of mTBI on adolescents from a homogenous cause, which makes results more comparable. The importance of this study is highlighted in the face of evidence for the long-term effects of multiple concussions, that were sustained during school rugby, on academic achievement (Alexander, 2009; Laubscher, 2006).In the light of grey areas in existing research, the aim of this current study was to investigate whether there is a significant difference in academic achievement within and between two groups of adolescents that had either played rugby and sustained multiple concussions, or had not played rugby nor sustained any concussions, when measured at four points in time over six years. A retrospective data-analysis was performed on matched, controlled, prospective longitudinal data, which was obtained from a study that evaluated the impact of repeated mTBI on the cognitive and academic functioning of early adolescent rugby players over time (Alexander, 2009). This study elaborates on a subset of the previous data, adding the gr. 12 results for academic aggregate scores, to the previously reported academic dataset. Participants were selected from Alexander‟s study (2009), and had either played rugby and obtained two or more concussions (Rugby/Concussed (RC- group); n=17), or did not play rugby nor sustained any concussions (Non-rugby/Non-concussed (NRC-group); n=13). Academic aggregate scores from baseline (gr. 7) through gr. 12 were analysed using quantitative statistical measures. A normal probability plot determined that the data was distributed normally. Descriptive statistics were reported, where after repeated measures ANOVA‟s were conducted to determine the statistical significance of differences in academic scores between and within the groups over time. These results indicated that the NRC-group displayed statistically significant increase in academic achievement over time (p = .000), whereas the RC-group did not display any significant differences, despite displaying a downwards trend in achievement. The difference between the two groups was measured at its highest in gr. 12 (p = .003), indicating that the NRC-group performed statistically significantly better than the RC-group over time. However, a Pearson‟s correlation test revealed that the estimated IQ (Vocabulary subscale of the WISC-III) (Wechsler, 1991) had a positive correlation on academic achievement [r(34) = .54, p < .05)]. To control for the effect that this correlation had on the academic results, an ANCOVA was conducted. This analysis indicated a statistically significant difference in academic achievement between the two groups in gr.12 (p = .004), with a large effect size (d = 1.41), implicating practical significance. Findings consequently confirmed our hypothesis. The significant increase in academic achievement observed within the NRC-group over time, is consistent with what could be expected if the brain is allowed to develop normally without disruption such as mTBI (Blakemore, 2012; Horton et al., 2010). The finding that the RC group did not display statistically significant intra-group differences in academic achievement when measured over time, but that academic achievement followed a downward trend, is difficult to substantiate in the literature. The few research studies on the effect of cumulative concussion on young athletes do not isolate academic achievement as a variable (Iverson et al., 2004; Shuttleworth-Edwards et al., 2008). Further research into intra-group differences in this specific area of enquiry and population group is therefore necessary. Normal cognitive and brain development, maintains that the brain develops in a posterior to anterior direction, and the prefrontal regions which are vulnerable to concussion, develop last (Anderson, 2010; Blakemore, 2012; Lezak, 2004). Whereas the primary motor and sensory areas and areas for receptive and expressive language are fully developed by the age of ten years, the prefrontal brain areas that are responsible for more complex and abstract thought repertoires only start maturing in early adolescence and this development continues up to the age of 24 and even into the early 30s (Toleda et al., 2012). Injury to the developing brain at this critical stage of maturation may adversely affect the development of cognitive skills, preventing the child from acquiring the effective cognitive strategies needed for normal academic functioning and adequate academic achievement after TBI (Horton et al., 2010). However, if there is no insult to the brain, cognitive functions are expected to develop normally as a result of synaptic pruning and increased white-matter volume in the prefrontal cortex (Blakemore, 2012), making it likely that the maturation of these abilities will lead to greater cognitive and academic ability (Blakemore & Choudhury, 2006), such as seen for the NRC-group in this study. Limitations for this study include a small sample size and the testing of only one variable. It is therefore recommended that future studies include more variables, and aim at creating a larger, randomized sample size, possibly providing a more representative pool of participants to study this phenomenon in South African context. It is also advised that future studies consider using neuropsychological measures to test cognitive functioning. As previous studies have indicated specific impairment in executive functioning after TBI, it may be worth researching the effect of concussion on executive functioning more thoroughly (Anderson, 2002; Anderson et al., 2010; Horton et al., 2010). Further it may be valuable to consider using functional MRI studies to broaden existing knowledge about the interaction between pathophysiology and cognitive functioning This study also highly recommends that schools and rugby clubs catering for child and adolescent players reconsider the importance of implementing proper return to play protocols after players obtain concussions. / Thesis (MA (Clinical Psychology))--North-West University, Potchefstroom Campus, 2013

AFRIKAANS: Gesinne wat met ’n kleuter met ’n gesiggestremdheid gekonfronteer word, het meervoudige behoeftes wat ’n holistiese benadering vereis ten einde hierdie komplekse probleem effektief aan te spreek. Geen navorsing is egter nog gedoen waar daar na die Suid-Afrikaanse ouer wat ’n kleuter met ’n gesiggestremdheid het, se behoeftes gekyk is ten einde ’n gespesialiseerde, empiries gefundeerde ouerbegeleidingsprogram te ontwikkel nie. Hierdie studie het dus ten doel gehad om ’n begeleidingsprogram vir ouers van ’n kleuter met gesiggestremdheid te ontwikkel en die effektiwiteit daarvan te evalueer. Intervensienavorsing as toegepaste navorsing is hiervoor aangewend.<p[> ’n Tweefase-navorsingsbenadering is gebruik. Tydens fase een is van ’n kwalitatiewe benadering gebruik gemaak. Die volgende navorsingsvraag is tydens hierdie fase geformuleer: Watter behoeftes het die Suid-Afrikaanse ouer van ’n kleuter met gesiggestremdheid? : ’n Fokusgroepbespreking waar fokusgroepvrae benut is, is met 10 ouerpare deurloop ten einde die betekenis en interpretasie wat hulle aan hulle leefwêreld heg, te eksploreer. Hierdie data het, aanvullend tot die omvattende literatuurstudie wat onderneem is, inligting na vore gebring wat in die ouerbegeleidingsprogram gebruik is. Antwoorde op die navorsingsvraag kon dus gevind word. Die kwantitatiewe ontwerp wat tydens fase twee gevolg is, is die enkelstelselontwerp. Die volgende navorsingshipotese is tydens hierdie fase geformuleer: : Indien die ouers van ’n kleuter met gesiggestremdheid die ouerbegeleidingsprogram deurloop, sal hulle bemagtig word met kennis ten opsigte van hulle kind se spesifieke oogtoestand, die invloed daarvan op en hulle hantering van die betrokke kind, hulle huwelik en hulle gesin: . Die maatskaplikewerk-intervensieprogram wat ontwikkel is, bestaan uit ses groepwerksessies van ongeveer 60 minute elk wat met twee groepe van 10 ouers in totaal deurloop is. ’n Selfontwerpte vraelys is voor en na afloop van die program deur al 10 ouers voltooi. Hierdie meetinstrument het bostaande hipotese bevestig. Vergelykings is getref tussen die literatuur en die empiriese gegewens. Gevolgtrekkings en aanbevelings vir toekomstige navorsing is na aanleiding van die studie geformuleer. ENGLISH: Families that are confronted with a toddler with a visual impairment have multiple needs that require a holistic approach in order to address this complex problem effectively. However, no research has been done yet that looks at the needs of the South African parent with a toddler with a visual impairment in order to develop a specialized, empirically grounded parental guiding programme. This study thus aimed at developing a guiding programme for parents with a toddler with a visual impairment and evaluating its effectiveness. Interventional research as applied research was utilised for this purpose. A two-phase research approach was used. During phase one a qualitative approach was used. The following research question was formulated during this phase: What are the needs of the South African parent with a toddler with a visual impairment? A focus-group discussion where focus-group questions were used was held with 10 parents in order to explore the meaning and interpretation that they attach to their daily world. These data, in addition to the wide-ranging literature study that had been undertaken, brought information to the fore that was used in the parental guiding programme. Answers to the research question could thus be found. The quantitative design that was followed during phase two was the single-system design. The following research hypothesis was formulated during this phase: If the parents of a toddler with a visual impairment follow the parental guiding programme, they will be empowered with knowledge with regard to their child’s specific eye condition, its influence on and their management of the child concerned, their marriage and their family. The social-work interventional programme that was developed consists of six group-work sessions of approximately 60 minutes each that were held for two groups of 10 parents in total. A self-designed questionnaire was completed by these 10 parents before and after the programme. This measuring instrument confirmed the above-mentioned hypothesis. Comparisons were made between literature and the empirical data. Conclusions and recommendations for future research were formulated following on this study. / Thesis (DPhil)--University of Pretoria, 2010. / Social Work and Criminology / unrestricted

AFRIKAANS : Die navorsing is uitgevoer ten einde die aard en benutting van Personeelondersteuning- en Loopbaansentrum (POLS) se dienste aan die AID-personeel van die hoofkampus van UP, te verken en waar primêr gebruik gemaak was van ‘n kwantitatiewe navorsingsbenadering. Met die aanvang van die navorsingsprosedure was ‘n uitgebreide literatuurstudie oor verwante konsepte van WHPs en die universiteit as werkplek onderneem, gevolg deur empiriese navorsing deur die benutting van twee self-geadministreerde posvraelyste. Die eerste vraelys was aan geselekteerde AID-toesighouers en die tweede vraelys aan AID-werknemers ook geselekteer volgens die proporsioneel-gestratifiseerde steekproeftrekking, versprei. Daar was derhalwe deur middel van evaluerende navorsing ondersoek ingestel na werknemers en toesighouers se behoeftes en verwagtinge van die bestaande dienste, die mate van tevredenheid wat ervaar was en of hul deur die huidige dienste bereik word. Die behoefte aan ‘n volwaardige en gestruktureerde WHP vir UP was ook bepaal. Die studie het ‘n uitgebreide teoretiese deurskouing van die literatuur oor WHPs in die algemeen voorsien en aspekte soos die universiteit as werkplek, met spesifieke klem op die AID as werkplek, ondersoek en beskryf. Indien die literatuurstudie oor WHP in ag geneem word, blyk dit duidelik dat die dienste soos deur POLS gelewer, nie aan die standaarde en riglyne soos deur EAPA-SA gestel, voldoen nie. POLS voldoen op hierdie stadium ook nie aan ‘n tipiese WHP of Bedryfsmaatskaplike werk program nie, vanweë die lewering van beperkte dienste. Die literatuur het ook lig gewerp op die feit dat die WHP ten doel het om die organisasie se visie en missie te ondersteun. Die werksopset, organisasie dinamika en personeel diversiteit binne die Universiteit van Pretoria het dan ook aangedui dat die universiteit ‘n unieke werkgewer is en ook gebonde is tot die onderskrywing van verskeie wetgewing soos van toepassing op alle ander werkgewers. Die AID se missie, organisasiestruktuur, strategiese bestuur, fasiliteite en menslike hulpbronne dui daarop dat die AID nie van enige ander organisasie met betrekking tot werknemer en werkgewer verwagtinge verskil nie. Die literatuurstudie het aangedui dat die kern van WHPs gesetel is in ‘n doelgerigte en gestruktureerde program met die uitsluitlike doel om die werknemer se algehele maatskaplike funksionering te bevorder. Die empiriese navorsing het getoon dat POLS, as die Universiteit van Pretoria se hulpverleningsdiens, nie ten volle in die doel kon slaag nie. Die situasie kan grootliks toegeskryf word aan onkunde met betrekking tot POLS en gepaardgaande dienslewering asook die leemte aan doeltreffende bemarking deur POLS. Daar word derhalwe aanbeveel dat die Universiteit van Pretoria sterk oorweging skenk aan die ontwikkeling en implementering van ‘n volwaardige gestruktureerde werknemerhulpprogram, geskoei op die voorskrifte en beleid van EAPA-SA. ENGLISH : The research was performed to explore the nature and utilization of the Employee Assistance- and Career Centre's (EACC) services to the Academic Information Service (AIS) personnel on the main Campus of the University of Pretoria, and where a quantitative research approach was primarily used. With the commencement of the research procedure an extensive literature study about related concepts of EAP's and the University as a work place was undertaken, followed by empirical research through the usage of two self administered post questionnaires. The first questionnaire was sent to selected AIS-supervisors and the second questionnaire to the AIS-employees, also selected according to proportional stratified sampling procedure. An investigation was therefore done, through research evaluation, whether the employees and supervisors' needs and expectations of existing services, the extent of satisfaction experienced have been met and whether they are reached by the present services. The need for a full-fledged and structured EAP for UP was also determined. The study provided an extensive theoretical study of the literature on EAPs in general and surveyed and described aspects such as the university as work place, with specific emphasis on AIS as work place. Should the literature study on EAP be taken into account, it is evident that services provided by EACC, do not comply with standards and guidelines set by EAPA-SA. The EACC does not comply, at this stage, to a typical EAP or Occupational Social Work programme, because of the delivery of limited services. The literature also revealed the fact that EAPs purpose is to support the vision and mission of the organization. The work set-up, organization dynamics and personnel diversity with-in the University of Pretoria also indicated that the University is a unique employer who is also tied to the underwriting of several legislation applicable to all employers. The AIS's mission, organizational structure, strategical management, facilities and human resources, indicated that AIS do not differ from any other organization with regards to employee and employer expectations. The literature study indicated that the core of EAPs is settled in a purposeful and structured programme with the exclusive purpose to promote the employee's entire social well-being. The empirical study showed that the EACC, as employee assistance service of the University of Pretoria, could not reach the expected goals. This can be assigned to the lack of knowledge regarding EACC and their services, as well as the inefficient marketing by EACC. It is therefore recommended that the University of Pretoria should strongly consider a full-fledged Employee Assistance Programme based on the prescription and policies upheld by EAPA-SA. / Dissertation (MSD)--University of Pretoria, 2009. / Social Work and Criminology / unrestricted

Die doel van die verkennende en beskrywende studie was om die bruikbaarheid van liggaamsportrette vir kruis-kulturele loopbaanfasilitering te ondersoek. Met interpretivisme as metateoretiese paradigma en Savickas se lewensontwerp benadering as teoretiese raamwerk is ʼn gerieflikheidseleksie van bestaande databronne gedoen vir die inhoudsanalise-studie. Die databronne (assesserings- en intervensiebeplanning, reflektiewe joernale van die terapeut en portuur-supervisor, foto’s en oudio-visuele opnames as visuele data, transkripsies van oudiovisuele opnames en assesseringsnotas van supervisor) is saam met agt siSwati Graad 9-seuns gegenereer tydens ʼn akademiese diensleer-praktikum by ʼn plattelandse sekondêre skool as deel van die 2009-MEd (Opvoedkundige Sielkunde) opleiding. Twee temas met bepaalde subtemas was die gevolg van analise aan die hand van a priori aannames wat verkry is uit kruis-kulturele sielkunde en loopbaanfasilitering-literatuur. Die eerste tema hou verband met die teenwoordigheid van kruis-kulturele sielkunde tydens die liggaamsportret-sessie, met die volgende subtemas: kruis-kulturele bekwaamhede van die terapeut, effektiewe kommunikasiestyle in die kruis-kulturele konteks, en geleenthede vir kruis-kulturele bekwaamheid. Die tweede tema hou verband met die teenwoordigheid van lewensontwerp tydens die kruis-kulturele sielkundige praktyk in ʼn plattelandse sekondêre skool, met die volgende subtemas: loopbaanfasiliteringsvaardighede van die terapeut, loopbaanfasiliteringsmomente vir die kliënt, en lewensontwerp as loopbaanfasiliteringstegniek. Uit die studie blyk dit dat die liggaamsportret-tegniek bruikbaar is vir kruis-kulturele loopbaanfasilitering met Graad 9-seuns in ʼn plattelandse sekondêre skool. Die liggaamsportret-tegniek was bevredigend in die kruis-kulturele loopbaanfasiliteringskonteks aangesien die terapeut assesseringsresultate kon integreer, kruis-kulturele bekwaamhede kon implementeer om adolessente seuns aktief te betrek en kontekstuele inligting van kliënte kon verkry. Verder was die tegniek bevredigend aangesien kliënte aan die hand van lewensontwerp loopbaanfasiliteringsvaardighede kon inoefen; naamlik beroepsverkenning, selfkennisverkenning, self-werksaamheid, loopbaandoelwitstelling, loopbaanaanpasbaarheid, uitkoms-verwagtinge, en die gebruik van beroepsinligting. Die liggaamsporttret-tegniek was prakties in die kruis-kulturele loopbaanfasiliteringskonteks deurdat dit aangepas het by die adolessente seuns se ontwikkelingsfase, hulle aktief betrek het en nie-verbale kommunikasie geredelik gehuisves het. Die tegniek was derhalwe geskik vir gebruik in ʼn plattelandse sekondêre skool omgewing met beperkte hulpbronne deur van maklik bekombare hulpbronne (papier, potlode, penne, verf, klippies) gebruik te maak. Die liggaamsporttret-tegniek was toepaslik in die kruis-kulturele loopbaanfasiliteringskonteks aangesien beide verbale (ʼn tolk) en nie-verbale (toepaslike gesigsuitdrukkings en interpersoonlike spasies) kommunikasie geakkommodeer is om taalhindernisse te oorbrug. Vir hierdie doel het die tegniek ruimte geskep vir individuele en groepsloopbaanfasilitering, en kon ander narratiewe en post-moderne aktiwiteite (soos beroepsleiding-kaartsortering en beroepskennis-werkkaarte) deel vorm van loopbaanfasilitering vir die konstruering van die kliënte se lewens. ENGLISH : The purpose of this study was to explore and describe the utility of body-maps for cross-cultural career facilitation. With interpretivism as a metatheoretical paradigm and Savickas’ life design approach as a theoretical framework, data sources where collected through convenience sampling for this content analysis study. The data sources (assessment- and intervention planning, reflective journals of the therapist and peer group supervisor, photograph’s and audio-visual recordings as visual data, transcriptions from audio-visual recordings and assessment notes from the supervisor) were generated in collaboration with eight Grade 9 siSwati speaking boys during an academic service learning practicum at a rural secondary school as part of the 2009-MEd (Educational Psychology) training. Guided by a priori assumptions (based on cross-cultural psychology and career facilitation literature) two themes with sub-themes each resulted from the content analysis. The presence of cross-cultural psychology during the body-mapping session was established with instances of, the therapist’s cross-cultural competencies, effective communication styles in a cross-cultural context and opportunities for cross-cultural competencies to develop. Secondly the presence of life design during cross-cultural psychological practise in a rural, secondary school was determined, indicating the presence of career facilitation skills of the therapist, career facilitation moments for the client, and life design as a career facilitation technique. It was apparent that body-mapping has utility for cross-cultural career facilitation with Grade 9 boys from a rural secondary school. Body-mapping was satisfactory in a cross-cultural career facilitation context as the therapist could integrate the assessment results, implement cross-cultural competencies to engage adolescent boys in active participation, and obtain contextual information on clients. Clients were able to rehearse career facilitation skills (career exploration, gaining self knowledge, self-efficacy, career goal setting, career adaptability, outcome expectations and using career information) as part of life design. The body-map technique was practical in a cross-cultural career facilitation context because it suited the developmental phase of adolescent boys, actively involving them and accommodated non-verbal communication. The technique was well matched to a rural secondary school environment with limited resources, using easily accessible resources (paper, pencils, pens, paint and stones). The technique was applicable in a cross-cultural career facilitation context as language barriers could be addressed by means of verbal (a translator) and non-verbal (appropriate facial expressions and interpersonal space) communication. For this purpose, the body-mapping technique could be used on individual or group basis, and other narrative and post-modern activities (vocational card sorting and career knowledge worksheets) could form part of career facilitation and could be used in combination for constructing clients’ lives. / Dissertation (MEd)--University of Pretoria, 2012. / Educational Psychology / unrestricted

Reading plays a significant role in society and currently there is worldwide pressure for higher literacy results. The focus of this thesis is reading motivation and how it relates to a learner's amount of reading, reading comprehension and academic achievement since these problematic constructs are attracting the interest of researchers internationally. Researchers have investigated the relationships among these constructs with a variety of results. These relationships, however, have not yet been investigated in a South African context with Afrikaans-speaking adolescent readers, and the only information available on the reading motivation of Afrikaans-speaking adolescent readers is information on their reading preferences in regard to literary texts. Hence the following three research aims were determined for this study: the compilation of a reading motivation profile of Afrikaans-speaking adolescent readers, the analysis of the relationships among Afrikaans-speaking adolescent readers' reading motivation and their amount of reading, reading comprehension and academic achievement in an Afrikaans Home Language environment, as well as the development of a reading motivation framework, particularly for use in the school and classroom environment, for these adolescent readers. The study was carried out in the post-positivistic research paradigm by means of a non-experimental quantitative research approach. Three methods of data collection were used, namely a structured questionnaire (based on the eleven reading motivation dimensions of Wigfield and Guthrie's (1997) Motivation for Reading Questionnaire, which for this purpose had been adapted for the South African context), two reading comprehension tests and obtaining the data regarding the academic achievement of the respondents. The 823 respondents that had participated in this study were the grade 9 learners (Afrikaans Home Language) of seven schools from the Dr Kenneth Kaunda district (North West Province, South Africa), selected by means of purposive sampling so that different quintiles and geographic areas were represented. Information obtained from a comprehensive literature study on relevant motivation theories, on reading motivation in practice and on the relationship among their reading motivation, amount of reading, reading comprehension and academic achievement, as well as from the results of an empirical investigation of the reading motivation of specific grade 9 learners, was used to compile a reading motivation profile of Afrikaans-speaking adolescent readers. The motivation theories on which motivation in this study was based, were the social-cognitive theory, the self-efficacy theory, the ecological system theory of human development and the expectancy-value theory, because these theories emphasise the individual's behaviour within particular social contexts and because constructs such as self-efficacy, task value and mastery, which emanate from these theories, play a cardinal role in determining suitable reading motivation strategies for specific readers. It was essential to compile a reading motivation profile of Afrikaans-speaking adolescent readers before a reading motivation framework for these adolescent readers could be compiled. The reading motivation framework recommends specific reading motivation strategies various social role-players in the school and classroom environments can implement so as to improve Afrikaans-speaking adolescent readers' reading motivation levels. The various social role-players that would influence the Afrikaans-speaking adolescent reader's reading motivation and the reading motivation strategies each of them could use, was systematised (namely the Department of Education, the school principal and management team, teachers and parents). The essence of the contribution made by this study is that a reading motivation profile of a group of Afrikaans-speaking adolescent readers (grade 9 learners) could be compiled, that clear mutual relationships among the respondents' reading motivation and their amount of reading, reading comprehension and academic achievement came to the fore from this study and that a reading motivation framework could be developed by means of which to improve the reading motivation levels of these adolescent readers. / PhD (Curriculum Development, Innovation and Evaluation), North-West University, Potchefstroom Campus, 2014

Reading plays a significant role in society and currently there is worldwide pressure for higher literacy results. The focus of this thesis is reading motivation and how it relates to a learner's amount of reading, reading comprehension and academic achievement since these problematic constructs are attracting the interest of researchers internationally. Researchers have investigated the relationships among these constructs with a variety of results. These relationships, however, have not yet been investigated in a South African context with Afrikaans-speaking adolescent readers, and the only information available on the reading motivation of Afrikaans-speaking adolescent readers is information on their reading preferences in regard to literary texts. Hence the following three research aims were determined for this study: the compilation of a reading motivation profile of Afrikaans-speaking adolescent readers, the analysis of the relationships among Afrikaans-speaking adolescent readers' reading motivation and their amount of reading, reading comprehension and academic achievement in an Afrikaans Home Language environment, as well as the development of a reading motivation framework, particularly for use in the school and classroom environment, for these adolescent readers. The study was carried out in the post-positivistic research paradigm by means of a non-experimental quantitative research approach. Three methods of data collection were used, namely a structured questionnaire (based on the eleven reading motivation dimensions of Wigfield and Guthrie's (1997) Motivation for Reading Questionnaire, which for this purpose had been adapted for the South African context), two reading comprehension tests and obtaining the data regarding the academic achievement of the respondents. The 823 respondents that had participated in this study were the grade 9 learners (Afrikaans Home Language) of seven schools from the Dr Kenneth Kaunda district (North West Province, South Africa), selected by means of purposive sampling so that different quintiles and geographic areas were represented. Information obtained from a comprehensive literature study on relevant motivation theories, on reading motivation in practice and on the relationship among their reading motivation, amount of reading, reading comprehension and academic achievement, as well as from the results of an empirical investigation of the reading motivation of specific grade 9 learners, was used to compile a reading motivation profile of Afrikaans-speaking adolescent readers. The motivation theories on which motivation in this study was based, were the social-cognitive theory, the self-efficacy theory, the ecological system theory of human development and the expectancy-value theory, because these theories emphasise the individual's behaviour within particular social contexts and because constructs such as self-efficacy, task value and mastery, which emanate from these theories, play a cardinal role in determining suitable reading motivation strategies for specific readers. It was essential to compile a reading motivation profile of Afrikaans-speaking adolescent readers before a reading motivation framework for these adolescent readers could be compiled. The reading motivation framework recommends specific reading motivation strategies various social role-players in the school and classroom environments can implement so as to improve Afrikaans-speaking adolescent readers' reading motivation levels. The various social role-players that would influence the Afrikaans-speaking adolescent reader's reading motivation and the reading motivation strategies each of them could use, was systematised (namely the Department of Education, the school principal and management team, teachers and parents). The essence of the contribution made by this study is that a reading motivation profile of a group of Afrikaans-speaking adolescent readers (grade 9 learners) could be compiled, that clear mutual relationships among the respondents' reading motivation and their amount of reading, reading comprehension and academic achievement came to the fore from this study and that a reading motivation framework could be developed by means of which to improve the reading motivation levels of these adolescent readers. / PhD (Curriculum Development, Innovation and Evaluation), North-West University, Potchefstroom Campus, 2014

Afrikaans text / Die doel van hierdie studie was om te bepaal wat die invloed van motoriese oefening op die leervermoë van die leerder in die grondslagfase is. Vyf en twintig leerders is ewekansig verdeel in `n eksperimentele en kontrole groep. Oor `n tydperk van vyf weke, voor die aanvang van elke leerafdeling, het die eksperimentele groep, saam met die onderwyseres, klaskamer gebaseerde motoriese oefeninge verrig terwyl die kontrole groep geen intervensie ontvang het nie. Die Copeland’s checklist for Attention Deficit Disorder vraelys is as voor- en natoets gebruik. Na die afloop van die empiriese ondersoek het die eksperimentele groep `n verbetering getoon in onoplettendheid/afleibaarheid, impulsiwiteit, ooraktiwiteit/hiperaktiwiteit, onderaktiwiteit en aandagvermoë, terwyl die kontrole groep oor dieselfde tydperk verswak het of onveranderd gebly het. Die veranderinge was egter nie statisties betekenisvol (p≤0.05) nie. Hierdie resultaat dui slegs op „n tedens dat motoriese oefening 'n positiewe effek op die leerders se leervermoë in die grondslagfase het. / Educational Studies / M. Ed. (Educational Studies)

Summaries in English and Afrikaans / This research was triggered by the need to assist first year students in a way which had not been addressed by the people involved with the upliftment of disadvantaged students. The aspect which was addressed was the personal growth of the adult learner within the academic situation with consideration of his own personal circumstances and ideals. This means that a micro level approach was generated by creating the Academic Enhancement Programme (AEP). The purpose of the programme is to give adult learners the opportunity to understand themselves and their own value systems better on a micro, meso and macro level, to experience personal growth or self-actualisation and to see how these factors influence the adult learners' interaction with the tertiary academic situation. Eight possible value systems were discussed and introduced to the adult learners who participated in the Academic Enhancement Programme. The adult learners were given the opportunity to measure themselves against the value systems and to evaluate how these influenced their realistic academic self-actualisation. The psycho-andragogical categories were utilised during the application of the programme as criteria to evaluate the effectiveness of the programme. The following recommendations were made • the creation of a faculty specific induction programme • linking study packages directly to the context of adult learners • organising personal academic contact • giving personal academic support • making the evaluation procedures transparent • creating and supporting informal study groups Although the study has certain limitations, it should be of great value to the university system during the transformation phase that it is experiencing at present. The main aim of the study is, however, the contribution to the academic growth of the adult learner in the tertiary situation / Hierdie navorsing het ontstaan vanuit die behoefte om eerstejaarstudente op 'n bepaalde wyse te ondersteun. Hierdie wyse is nog nie aangespreek deur mense wat met benadeelde studente gewerk het nie. Die aspek wat ondersoek is, is die persoonlike groei wat volwasse leerders ervaar binne die akademiese situasie met inagneming van hulle eie persoonlike omstandighede en ideale. Dit het beteken dat daar deur middel van 'n mikrobenadering 'n Akademiese Verrykingsprogram geskep moes word. Die doel van die program is drievoudig: Dit meet aan volwasse leerders die geleentheid bied om hulleself en hulle waardesisteme beter te verstaan in 'n mikro-, meso- en makroverband; om persoonlike groei I selfaktualisering te ervaar en om tot die besef te kom dat hierdie aangeleenthede hulle interaksie met die tersiere akademiese situasie be'invloed. Agt verskillende waardesisteme is bespreek en aan die volwasse leerders wat aan die Akademiese Verrykingsprogram deelgeneem het, voorgehou. Die volwasse leerders het die geleentheid gekry om hulself aan hierdie waardesisteme te meet. Hulle kon ook in die loop van die program vasstel hoe dit hulle realistiese akademiese selfaktualisering be'invloed. Die psigo-andragogiese kategoriee is tydens die toepassing van die program as kriteria gebruik om die effektiwiteit van die program te bepaal. Die volgende aanbevelings is gemaak: • dat 'n fakulteit-spesifieke induksieprogram geskep meet word, • dat studiepakkette direk aan die volwasse leerder se verwysingsraamwerk gekoppel meet word, • dat persoonlike akademiese ondersteuning gebied meet word, • dat persoonlike kontak op akademiese gebied bewerkstellig moet word, • dat evalueringsprosedures deursigtig gemaak meet word, • dat informele studiegroepe tot stand gebring en onderhou meet word. Alhoewel die studie aan verskeie beperkings onderhewig is, behoort dit vir die universiteitswese tydens die huidige transformasiegebeure van groot waarde te wees. Die belangrikste doel van die navorsing is egter die bydrae wat dit kan lewer tot die akademiese groei van die volwasse leerder in die tersiere situasie. / Psychology of Education / D.Ed. (Psychology of Education)

Basic mathematical competency seems to be lacking for engineering students starting their studies in this field. Students generally find the cognitive transition from secondary to tertiary mathematics challenging which in turn negatively influences their academic achievement in mathematics. The cognitive challenge is the transition from the application of mathematics to familiar questions to applying mathematical principles to varying practical application and problem solving. Mathematics provides the foundation for the cognitive toolset required for the development of skills required for analysing engineering systems and processes. It is therefore important to assess mathematical and cognitive competency and ability at the time of admission to a tertiary institution in order to identify and address gaps. This research demonstrates that first-year engineering students need to have a specific level of mathematical competency and cognitive ability to use mathematics within the context of engineering studies. This research attempts to connect the mathematic competency of first year engineering students to their academic results for subjects in the first year curriculum that rely heavily on mathematical competency. To satisfy the research question, the study firstly looks at relevant literature to identify the mathematical competency levels as well as the operational specification. Secondly, development theories and taxonomies were analysed to gain insight into the development processes associated with learning, cognitive development and the gap between cognitive competencies in transition from secondary to tertiary education. Further, cognitive competencies were identified that are essential for successful completion of first year engineering modules. Through synthesis of the different theories and taxonomies a framework was identified. This framework was used to analyse secondary data in order to measure mathematical and cognitive levels. Thirdly, the theoretical investigation was followed by a three-phase empirical study. A mixed quantative-qualitative (QUAN-qual) approached was followed. Phase 1 uses the assessment framework to measure first year students‟ mathematical competency at the inception of their studies as well as at the completion of their first semester. The mathematical competency at inception was measured with their Grade 12 mathematics marks and with relevant analysis of their initial bridging assessments, on a question by question basis. In addition, their first semester exams questions were analysed using the same approach as above. Phase 2 comprises the measurement of the relationship between the mathematical competency of first year enigineering students at admission and their achievement levels in selected first year subjects that required mathematical competency. Phase 3 includes the guidelines derived from the gaps and shortcomings identified. These gaps were identified in order to inform appropriate study support to first year students and to assists academic personnel with setting appropriate and dependable admission standards. The analysis of mathematical competency creates quality data that gives a clearer picture than a simple comparison of admission scores and first semester marks. The empirical study contributes to a better understanding of the problems associated with the transition from secondary to tertiary learning environments. From the study it was derived that study inception information of the students correlated only with their academic results on questions that tested mathematical and programming application. The inception information was not a predictor of mathematical achievement and results for both the lowest and highest mathematical competency levels. Futher study in this field is required to create frameworks for the measurements of both low and high levels of mathematical competency. / MEd (Mathematics Education), North-West University, Potchefstroom Campus, 2014